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Author: Grace J. Craig Publisher: Pearson Educación ISBN: 9789684445161 Category : Juvenile Nonfiction Languages : en Pages : 726
Book Description
Designed for students from a wide range of backgrounds, this text takes a chronological and interdisciplinary approach to human development. With its focus on context and culture, the 8/E illustrates that the status of human development is inextricably embedded in a study of complex and changing cultures.
Author: Grace J. Craig Publisher: Pearson Educación ISBN: 9789684445161 Category : Juvenile Nonfiction Languages : en Pages : 726
Book Description
Designed for students from a wide range of backgrounds, this text takes a chronological and interdisciplinary approach to human development. With its focus on context and culture, the 8/E illustrates that the status of human development is inextricably embedded in a study of complex and changing cultures.
Author: Jill Duerr Berrick Publisher: Oxford University Press ISBN: 0197503543 Category : Political Science Languages : en Pages : 1017
Book Description
"cross the spectrum of political ideologies there is, in principle, widespread agreement that the state has a legitimate role in protecting children from harm. Even the Nobel Prize winning economist Milton Friedman (1962), among the most ardent liberal supporters of the laissez faire philosophy, recognized this "paternalistic" function of government. At the same time, the traditional view of children, that they are the property of the father (pater) or the parents, is under pressure (Zelizer, 1994; James & Prout, 1997; Archard 2004). Societies are at an intersection when it comes to how children are treated and how their rights are respected, which creates tensions in the traditional relationship between the family and the state. Children are a focus of government responsibility under certain state-defined norms relating to harm and need. And parents are sometimes constrained by the state from exercising their (familial or property) rights under state-defined criteria of harm and need"--
Author: Roland Benedikter Publisher: Springer ISBN: 3319179519 Category : Business & Economics Languages : en Pages : 229
Book Description
The economic, political and social situation in Chile shows a country in transition. Some observers anticipate a broad “reboot” of the nation. While Chile is still seen by many as an example of progress in South America and of developmental potential in the global South, it faces a complex political constellation, particularly in the aftermath of the re-election of Michelle Bachelet. Many wonder how social and institutional innovations can be incepted without interrupting the country’s remarkable success over the past decades. This book provides an interdisciplinary analysis of Chile’s situation and perspectives. In particular, it addresses the questions: What is Chile’s real socio-political situation behind the curtains, irrespective of simplifications? What are the nation’s main opportunities and problems? What future strategies will be concretely applicable to improve social balance and mitigate ideological divisions? The result is a provocative examination of a nation in search of identity and its role on the global stage. Roland Benedikter, Dr. Dr. Dr., is Research Scholar at the Orfalea Center for Global and International Studies, University of California, Santa Barbara, Senior Research Scholar of the Council on Hemispheric Affairs Washington D.C., Trustee of the Toynbee Prize Foundation Boston and Full Member of the Club of Rome. Katja Siepmann, MA, is Senior Research Fellow of the Counc il on Hemispheric Affairs Washington D.C., Member of the German Council on Foreign Relations, and Lecturer at the Faculty of Interdisciplinary Cultural Sciences of the European University Frankfurt/Oder. The volume features a Foreword by Ned Strong, Executive Director of the David Rockefeller Center for Latin American Studies, Harvard University, and a Preface by Larry Birns, Director of the Council on Hemispheric Affairs, Washington D.C., and Former Senior Public Affairs Officer of the United Nations’ Economic Commission for Latin America (Santiago, Chile).
Author: Keerty Nakray Publisher: Routledge ISBN: 1134748183 Category : Social Science Languages : en Pages : 360
Book Description
Research in the humanities and social sciences thrives on critical reflections that unfold with each research project, not only in terms of knowledge created, but in whether chosen methodologies served their purpose. Ethics forms the bulwark of any social science research methodology and it requires continuous engagement and reengagement for the greater advancement of knowledge. Each chapter in this book will draw from the empirical knowledge created through intensive fieldwork and provide an account of ethical questions faced by the contributors, placing them in the context of contemporary debates surrounding the theory and practice of ethics. The chapters have been thematically organized into five sections: Feminist Ethics: Cross-Cultural Reflections and Its Implications for Change; Researching Physical and Sexual Violence in Non-Academic Settings: A Need for Ethical Protocols; Human Agency, Reciprocity, Participation and Activism: Meanings for Social Science Research Ethics; Emotions, Conflict and Dangerous Fields: Issues of “Safety” and Reflective Research; and Social Science Education: Training in Ethics or “Ethical Training” and “Ethical Publicizing." This inter-disciplinary volume will interest students and researchers in academic and non-academic settings in core disciplines of Anthropology, Sociology, Law, Political Science, International Relations, Geography, or inter-disciplinary degrees in Development Studies, Health Studies, Public Health Policy, Social Policy, Health Policy, Psychology, Peace and Conflict studies, and Gender Studies. The book features a foreword by His Holiness The Dalai Lama.
Author: José Jesús Gázquez Publisher: Frontiers Media SA ISBN: 2889455912 Category : Languages : en Pages : 594
Book Description
The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.
Author: Grace J. Craig
Author: Grace J. Craig
Author: Jill Duerr Berrick
Author: Richard E. Behrman
Author: S. MCDANIEL
Author: Roland Benedikter
Author: Efraín Torres Chaves
Author: Keerty Nakray
Author: 
Author: Inter-American Commission on Human Rights
Author: José Jesús Gázquez